Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya's problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students' word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students' performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students' confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics Abstrak Masalah kata Matematik adalah salah satu topik yang paling mencabar untuk belajar dan mengajar di sekolah menengah. Hal ini terutamanya terjadi di negara-negara di mana Bahasa Inggeris bukan bahasa pertama bagi majoriti rakyat, seperti di Brunei Darussalam. Para penyelidik menyatakan bahawa bahasa penguasaan yang terhad dan strategi Matematik yang terhad adalah kemungkinan punca kepada masalah ini. Walau bagaimanapun, apa-apa sebab di sebalik kesukaran yang pelajar hadapi dalam menyelesaikan masalah kata Matematik, mungkin pengajaran dan pembelajaran Matematik yang perlu diubah suai. Sebagai contoh, penggunaan four-square-and-a-diamond graphic organizer yang menerapkan kemahiran lukisan model; dan menyelesaikan masalah prinsip Polya, untuk menyelesaikan masalah kata Matematik boleh menjadi sebahagian daripada strategi yang dapat membantu dalam meningkatkan pelajar kemahiran menyelesaikan masalah kata. Kajian ini, melalui analisis kuantitatif mendapati bahawa penggunaan pengurusan graphic organizer meningkatkan prestasi pelajar dari segi pengetahuan Matematik, strategi Matematik dan penjelasan matematik dalam menyelesaikan masalah perkataan. Analisis kualitatif lanjut mendapati bahawa penggunaan graphic organizer meningkatkan tahap keyakinan pelajar dan sikap positif ke arah menyelesaikan masalah kata.

Effective leadership is critical for the success of an educational organization. Leadership is also one of the key professional responsibilities of teachers. However, leadership often remains an abstract concept even for teachers in leadership positions owing to administrative tasks, day-to-day issues, problems reaching students' achievement targets, and demanding deadlines. Therefore, this study aims to identify the most common type of leadership possessed by secondary mathematics teachers in Brunei Darussalam. We also investigated whether mathematics teacher-leaders are putting their beliefs into action in their teaching practice. There were three leadership styles identified in the study: Autocratic, Democratic and Laissez-faire. In order to meet the objectives of this small-scale case study, a questionnaire was adapted and distributed to 17 secondary mathematics teachers in two secondary schools in Brunei Darussalam. Pearson's correlation was used to identify the factors affecting teacher's leadership style. One finding from the quantitative analysis indicated that teachers are more likely to adopt the autocratic style of leadership as their teaching experience of mathematics increase. On the other hand, the qualitative part of the study involved two classroom observations and further interviews with two selected teachers from each of the participating schools. The analysis revealed that the two teachers, who practiced democratic and autocratic leadership styles respectively, do put what they believe into their classroom practices.